Welcome!

1. Welcome! As you get settled and acquainted with your group, please: record your name, school, grade level fold your numbered index card in half read over the story, Fox

2. Fall River Public Schools Laying the Foundation for High Yield Instructional Strategies

3. WHY? http://www.youtube.com/watch?v=bT-YHcWLQOg&list=PLCA20833C4397E279&feature=plcp Pasadena PreAP LTF.xspf

4. This is a type of analytical reading. The reader looks at details, words and images and assesses their importance. Close Reading In order to “digest” what you read, you must think about it! • The reader makes guesses about the meaning of the text as they read. • Close readers look beyond the plot for deeper layers of meaning.

5. Annotation 1.In groups divide the task- verbs or adjectives (30 seconds) 2. Read through the text 1 time annotating for verbs or adjectives (4 minutes) 3. Individually note patterns, contrasts, and relationships (1 minute) 4. Turn and Talk- share significant observations and chose 1 to share out (2 minutes) 5. Spokesperson for each group share (30 seconds each)

6. 2nd Annotation 1.Individually read and annotate for strong images and questions (4 minutes) 2. Turn and Talk- share significant observations and chose 1 to share out (2 minutes) 3. Spokesperson for each group share (30 seconds each) 4. Discuss implementation of annotation in your classroom (2 minutes) 5. Group share (2 minutes)

7. Possible Extensions • Annotate for another purpose, dictated by the text • Craft Dialectical Journal entries • Extend into literary analysis • Three Levels of Reading strategy • Categorize questions according to Levels of Thinking

8. THEMATIC INFERENTIAL LITERAL

9. The Three Levels of Reading

10. 3 Levels of Reading Reading on the Line (Literal) Reading Between the Lines (Inferential) Reading Beyond the Lines (Thematic)

11. Understanding & Remembering Find meaning directly in the text Mentally answer the questions “Who?” “What?” “When?” and “Where?” READING ON THE LINE First Level of ReadingLiteral

12. Applying & Analyzing Readers interpret what is in the text Key concerns are : -What does the passage represent, suggest, or personify? -What does a certain allusion or metaphor mean? - You are analyzing, interpreting, classifying, comparing, contrasting and finding patterns. READING ________________ BETWEEN THE ________________ LINES Second Level of ReadingInferential

13. READING BEYOND THE LINES ___________________ ___________________ Evaluating & Creating Readers move beyond the text to connect literature to their own experiences as well as with universal meaning. Third Level of ReadingThematic

14. Reading Beyond the Lines (continued) Ask: “How does this text connect with my life?” “How does it connect to life for all people?” “How does it connect with my ideas about morality or values?” What perceptions about life in general is the author communicating to me?” “What do I think of these perceptions?”

15. 1 READING ON THE LINES 2 READING BETWEEN THE LINES 3 READING BEYOND THE LINES 1 Literal 2 Inferential 3 Thematic

16. Remember and Understand Reading on the Line 1. Write the most significant word from the text. 2. Quote the entire sentence in which the word appears. Cite the source of the quotation in parentheses. 3.Write multiple dictionary definitions of the word (denotation). 4. Explain why the word is important to the meaning of the work by placing it in the context of the narrative.

17. Applying and Analyzing *Draw & Explain Reading Between the Lines R 1. Referring to the text, draw FOUR images created from the text Reading On the Line *Draw & Explain *Draw & Explain 2. Write an explanation of the link between the four images from the text and the word you have written in the innermost circle. *Draw & Explain

18. Reading Beyond the Lines Evaluating And Creating Reading Between the Lines Reading On the Lines Write TWO thematic statements drawn from the significant word you wrote in the innermost circle and the images you drew in the middle circle. These should be universal thematic statements.

19. Levels of Reading 1. In groups divide up the tasks- Who will complete each level? (1 minute) 2. Discuss mental draft of your poster- What are you going to put at each level? (5 minutes) 3. Complete your representation of the Three Levels of Reading. (20 minutes) 4. Gallery Walk using post-its for commentary or observations (5 minutes) 5. Review commentary and reflect on strategy. (3 minutes) 6.Whole group share one piece of poster, one comment and one reflection on implementing the strategy. (1 minute)

20. Possible Extensions • Craft Dialectical Journal entries. • Extend into literary analysis.

21. What is a Dialectical Journal?

22. “Dialectical” relates to the process of logical discussion used to determine the truth. • A dialectical journal is your record of your thoughts as you read–your search for the truth. • As a good reader, you question what you read, holding it up against what you already know. • Your dialectical journal is your opportunity to show others how you think as you read.

23. 8th Grade Sample Dialectical Journal Sally Student Teacher ELA 1 17 May 2012 Dialectical Journal – 1984

24. Sam Student Teacher ELA 1 September 25, 20122012 “The Scarlet Ibis” Dialectical Journal C- Concrete A- Abstract T - Thematic

25. Sam Student  Teacher  ELA 1  September 25, 2012 “The Scarlet Ibis” Dialectical Journal Doodle

26. Index Card Feedback Individually create a dialectical journal entry based on the strategies explored today.

27. Q & A Session